Equipment and methods for volleyball training

ABSTRACT

This disclosure is related to a training ball designed to facilitate practice and improvement of sporting skills, and methods for training with the ball. In some embodiments, the ball may be a training volleyball designed for improving volleyball skills. The ball may comprise a spherical surface and at least one marking on the spherical surface associated with at least one training drill. The one or more markings may include a variety of colors, patterns, and textures, and may be associated with a number of training drills. The markings may be color-coded to different training drills for ease of use. The markings may direct a player on proper hand placement and striking zones used in a variety of plays.

CROSS-REFERENCE TO RELATED APPLICATION

The present application claims priority to pending U.S. provisional patent application No. 62/193,475, filed Jul. 16, 2015, entitled “Equipment and Methods for Volleyball Training”, the contents of which are hereby incorporated by reference in their entirety.

BACKGROUND

This disclosure is related to a training ball designed to facilitate practice and improvement of skills using the ball, and methods for training with the ball. Although specific examples are provided regarding a training volleyball, the concepts disclosed herein may be applied to other types of balls, such as soccer balls, basketballs, baseballs, billiards balls, dodgeballs, and other balls.

SUMMARY

This disclosure is related to a training ball designed to facilitate practice and improvement of sporting skills, and methods for training with the ball. In some embodiments, the ball may be a training volleyball designed for improving volleyball skills. The ball may comprise a spherical surface and at least one marking on the spherical surface associated with at least one training drill. The one or more markings may include a variety of colors, patterns, and textures, and may be associated with a number of training drills. The markings may be color-coded to different training drills for ease of use. The markings may direct a player on proper hand placement and striking zones used in a variety of plays.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a diagram of a training volleyball, in accordance with certain embodiments of the present disclosure;

FIG. 2 is a diagram of a training volleyball, in accordance with certain embodiments of the present disclosure;

FIG. 3 is a flowchart of a method of volleyball training using a training ball, in accordance with certain embodiments of the present disclosure;

FIG. 4 is a flowchart of a method of volleyball training using a training ball, in accordance with certain embodiments of the present disclosure;

FIG. 5 is a flowchart of a method of volleyball training using a training ball, in accordance with certain embodiments of the present disclosure;

FIG. 6 is a flowchart of a method of volleyball training using a training ball, in accordance with certain embodiments of the present disclosure;

FIG. 7 is a flowchart of a method of volleyball training using a training ball, in accordance with certain embodiments of the present disclosure; and

FIG. 8 is a flowchart of a method of manufacturing and providing a training volleyball, in accordance with certain embodiments of the present disclosure.

DETAILED DESCRIPTION

In the following detailed description of the embodiments, reference may be made to the accompanying drawings which form a part hereof, and in which are shown by way of illustration of specific embodiments. It is to be understood that other embodiments may be utilized and structural changes may be made without departing from the scope of the present disclosure.

FIG. 1 is a diagram of a training volleyball, generally designated 100, in accordance with certain embodiments of the present disclosure. In some embodiments, a training volleyball 100 may include one or more markings, designs, patterns, or other visible indicia 102 associated with training routines to improve a player's volleyball skills. The training volleyball 100 may be regulation size and weight, or it may be smaller or larger than regulation size, or lighter or heavier than regulation weight. For example, a smaller and lighter ball 100 may be useful for training young children. A larger and lighter ball 100 may allow “target areas” to be larger, and may reduce a speed at which the volleyball 100 travels to make practice easier.

The training volleyball 100 may include a circumferential or spheroidal outer surface fabricated from leather, synthetic leather, plastics, cloth, or other materials. The surface of the ball 100 may be divided into a plurality of panels 104 (e.g. six approximately square panels of three rectangular stripes or panels each; or 18 approximately rectangular panels). In some embodiments, the surface may be approximately smooth, or have fewer or more panels than a regulation ball. Other embodiments are possible.

The training volleyball 100 may be constructed to have a number of markings, patterns, alphanumeric characters, textures, or designs 102 associated with training drills or games. The markings 102 may include colors, patterns, or textures, which may help differentiate patterns more quickly and easily, associate different markings with different drills, or for other purposes. For example, color-coded instructions or drills may be provided to guide a user on how to train using the volleyball 100 based on markings 102 having a matching color. Textured markings 102 may allow a user to feel when they are holding the volleyball 100 in the correct position without visual confirmation.

In an example embodiment, a first pattern 106 may include a set of four red dots, each located at a corner of an approximately square panel 104 on the ball's 100 surface. The red dots 106, or other positioning indicators, may indicate a position at which a player should place their thumbs and forefingers when setting the volleyball (e.g. pushing the ball upwards from underneath). Training drills associated with the four dots 106 may include a player repeatedly setting the ball above the player's head while keeping the player's hands in the proper setting alignment and position to correspond to the dot 106 positions. Another drill may include placing a player's fingers and thumbs on the dots 106, setting the ball 100 high, and attempting to catch the volleyball on the panel 104 defined by the red dots 106. Other drills and routines are also possible. FIG. 2 provides a more detailed example of a training volleyball 100.

FIG. 2 is a diagram of a training volleyball, generally designated 200, in accordance with certain embodiments of the present disclosure. FIG. 2 may depict an exploded view of an example training volleyball 200, illustrating six panels 204 which may comprise the outer surface of the ball 200. Each panel 204 may optionally include a number from 1 to 6, which may indicate which markings correspond to which training drills, may be incorporated as part of the drills themselves, or for other purposes. Other markings on the volleyball 200 may include a dots pattern 206 as described in regard to FIG. 1.

Another example pattern may include a hand design 208, which may indicate where a player should hold the ball while performing an underhand serve. There may be another marking 210 associated with the hand 208 showing a player where to strike the ball 200 with their serving hand during an underhand or “golf club” serve swing. Associated drills may include a player facing a wall and practicing proper underhand serving form by serving the ball 200 and catching it when it reflects off the wall. Other drills and games may include two or more players facing each other, with one player serving the practice ball 200 towards a partner. The partners may move farther apart after every serve, and points may be awarded to players who serve the ball 200 accurately to their partner.

Other patterns and designs are also possible. For example, a target or bullseye design 212 to assist players in striking a consistent point on the volleyball. In some embodiments, the ball may have color stripes or patterns 214 to divide the ball into a top portion, one or more middle portions, and a bottom portion. Players can follow drills to practice striking the ball 200 on the top, middle, or bottom. The patterns may assist players in practicing hitting the ball 200 off center to the left or right, for example to influence the ball's 200 spin. A different number, letter, or other indicator 216 may be positioned at different positions on a ball. For example, numbers 216 one through six may be positioned in the six approximately square panels 204 on the training volleyball's surface. Players may practice striking the ball 200 on a specific panel 204, practice striking or setting the ball 200 so a specific panel is facing a target or partner player, or players may watch the ball 200 to see what number is visible at different positions or during different activities.

The training volleyball 200 may be provided with instructions or guidance on performing one or more drills or games associated with the markings on the training volleyball. For example, the training volleyball 200 may be packaged or sold with a set of written or illustrated instructions, with recorded video examples, with a link to videos or instructions accessible via the Internet, or with other guidance materials. The volleyball 200 may have markings with a selected number of colors, and color-coded training cards having drills, games, or training routines involving the markings with a color matching the cards. An example volleyball 200 with colored markings, and associated drills, is described below. The drills may be provided along with the ball 200 on color-coded training cards, an instruction sheet, via video tutorials, or by other means.

All six panels 204 may include BLACK numbers 216, numbering the panels from 1 to 6. The numbers 216 can be used to practice passing and platform control. A “platform” is surface created by a player's arms (e.g. forearms) when holding hands together, and where the volleyball 200 should contact the player. When the ball 200 is received from a toss (either from a partner or the player tossing the ball 200 up into the air), a player can “see the ball 200 into their platform,” and call out the visible number 216 when the ball 200 comes into contact with the platform. The visible number 216 may be the number most directly facing the player. Another second player may stand behind the first player to see if both are seeing the same number 216. The number 216 to watch for may be from the panel 204 facing the player, and not the panel 204 making contact with the platform. A first drill associated with the BLACK number 216 may include a first partner tossing the ball 200 to a second partner from fifteen to twenty feet away. The second partner can “see” the ball into their platform and call out the number 216 they see. After a number of tosses, the partners can switch roles. A second drill associated with the BLACK numbers 216 may include a one-Mississippi drill. Players can practice holding their platform steady rather than swinging their arms into the ball 200, improving control. After calling out a panel passing number 216 seen at contact, a player may hold the platform steady while saying “one-Mississippi,” only releasing out of the ideal passing form after the count. Players may check feet and hands positioning to make sure the ball 200 and platform are lined up.

Panel 3 may have four RED dots 206, which may be used to practice “setting” the ball 200 or a panel 204 (e.g. pushing or hitting the ball 200 up to prepare for striking the ball 200 out of the air). A player may orient the ball 200 horizontally (e.g. so the three leather strips of the panel 204 are oriented horizontally), and place a thumb and index finger on each of the four dots 206. A first drill associated with the RED dots may include self-setting. Self-setting may include a player repeatedly setting the ball a few feet above the player's head, while focusing on keeping their hands “shaping” a panel (e.g. thumbs apart, hands forming a shape corresponding to the ball surface). A second drill associated with the RED dots may include the 4 Drill. The 4 Drill may include a player self-setting for three repetitions, and on the fourth set, the player will push the volleyball, setting it high and catching it on a panel (e.g. using one hand in the center of a panel, or on a specific numbered panel). The player may not be expected to literally catch on the red dots, but the challenge may be in testing a setters' hands.

Panel 3 may also include a BLUE target 212 in addition to the red dots 206, which target 212 may be used to practice an overhand serve or float serve. Players may use the blue target in the middle of the ball 200 to focus on a steady contact with an open-hand strike or serve. A player may practice tossing the ball 200 a few inches higher than the extended striking arm, lined up with the hitting shoulder. A player may toss, step with the opposite foot 6-10 inches and punch with an accelerated striking arm. The step can open a player's hips to incorporate the lower body. Players may also practice dropping the elbow “one inch” and reducing follow-through to help float the ball. A first drill associated with the BLUE target 212 may include wall pins. A player may position their tossing hand a few inches from a wall, toss the ball 200 in front of the striking shoulder, and pin the ball 200 to the wall at the target 212 with the striking hand. A player may check for a big open hand and a slightly dropped elbow. A second drill associated with the BLUE target 212 may include a mock serving drill. This drill may include performing overhand serves to a partner using the blue target 212. This drill has a player practice a solid, consistent routine and a strong contact while not being concerned about the ball going over a net and needing to be retrieved. Partners may serve the ball 200 to each other, while concentrating on perfect form, checking for a big open hand, ball-to-shoulder positioning, and a rhythm of toss-step-punch. The drill may include taking a step back after both partners have successfully completed one or more serves. Optionally, the drill may begin without a net, and the net may then be added once control and perfect form are mastered.

Panels 2 and 4 may include PURPLE patterns 214, dividing the ball 200 into a top third, a middle third, and a bottom third. The patterns 214 or coloring may not be limited to particular panels 204, and the entire ball 200 may include coloring or patterns dividing the ball into three (or another number) of portions. The patterns 214 may include different patterns, color gradients, or other means to distinguish the top, middle, and bottom thirds. The patterns 214 may designate hitting hand strike zones for different kinds of serves and plays, to train players in ball control and striking the ball 200 at a desired location. A player may hold and toss the ball with the top third facing up and the bottom third facing down. Optionally, strike zones may also be indicated by targets 218 or other indicators. A player may place the ball 200 into a tossing hand with a selected pattern 214 or third facing up, toss the ball 200, and concentrate on striking the ball 200 in a full extended manner to strike the selected pattern 214. A first drill associated with the PURPLE patterns 214 may include Top Spin Wall Down Ball. A player may position themselves approximately ten to twenty feet from a wall, and with a high elbow, practice striking the ball 200 at a striking zone (e.g. top third of the ball 200) towards the floor in front of the wall, with the aim of having the ball 200 bounce off the wall and return to the player. The object may be to master the wrist snap and continue the challenge of the ball 200 coming off the floor at a proper angle to then have it hit the wall and return to the player. Practicing shoulder and ball alignment is key. A second drill associated with the PURPLE patterns 214 may be float serve practice. Players may practice the float serve by aiming for the middle third of the volleyball 200. Players may watch the spin or lack of spin on the ball 200 (e.g. based on the patterns 214) to see how and where they are striking it. In addition, the bottom third of the ball 200 may be used primarily for underhand serving.

Panel 6 may have a GREEN hand 208 and striking zone 210, which may be used to practice underhand serving. Other hold position and strike position patterns may also be used to indicate where to hold and strike the ball. A player may use the green hand 208 to determine where to hold the ball 200 with the player's off-hand (e.g. not the striking hand), with a low stance. The player may line the ball 200 up with the shoulder of the striking hand. The player may strike the ball 200 with a first at a striking zone 210, e.g. near the pinky of the holding or “golf tee” hand. A one, two, PUNCH routine can help the player accelerate their striking hand for a strong serve finish. A first drill associated with the GREEN markings may include performing wall serves. A player may face a wall, and practice holding the ball 200 at the hand 208 position while lining the ball 200 with the striking shoulder. The player may practice striking the ball 200 at the striking zone 210 to serve the ball 200 off the wall, so it can bounce back to the player. The player may call out one, two, PUNCH to practice serving while remaining in a low (beginning) stance or position. A second drill associated with the GREEN marking may include routine serving practice. Practicing a serving routine, to serve consistently every time, may be very important in becoming a consistent server. A player may facing a target (e.g. net, wall, or partner), dribble the ball 200 twice, and step back with the same foot as the serving hand. A player may practice serving to the target, using a consistent routine with each contact.

FIG. 3 is a flowchart of a method 300 of volleyball training using a training ball, in accordance with certain embodiments of the present disclosure. Method 300 may include providing a ball having numerical markings on the panels, at 302, as described above in regard to the BLACK numerals. The method 300 may include performing a first drill at 304, including having a player call out the most visible numeral when the ball contacts the player's platform. The method 300 may include performing a second drill at 306, including having the player call out the visible numeral when the ball makes contact, and then hold the platform steady while the player counts out a delay.

FIG. 4 is a flowchart of a method 400 of volleyball training using a training ball, in accordance with certain embodiments of the present disclosure. Method 400 may include providing a ball having dots arranged on a panel of the ball, at 402, as described above in regard to the RED dots. For example, there may be four dots arranged in the corners of an approximately square panel. The method 400 may include performing a first drill at 404, including having a player position their forefingers and thumbs on the dots, and setting the ball over the player's head while maintaining hand shaping to the ball contours. The method 400 may include performing a second drill at 406, including having the player set the ball high overhead and then catch the ball with one hand on the center of a panel.

FIG. 5 is a flowchart of a method 500 of volleyball training using a training ball, in accordance with certain embodiments of the present disclosure. Method 500 may include providing a ball having a target pattern on at least one panel, at 502, as described above in regard to the BLUE target. The method 500 may include performing a first drill at 504, including having a player toss the ball up and pin the ball to a wall at the target pattern location in order to practice overhand serving. The method 500 may include performing a second drill at 506, including having the player practice serving the ball to a partner while aiming for the target pattern.

FIG. 6 is a flowchart of a method 600 of volleyball training using a training ball, in accordance with certain embodiments of the present disclosure. Method 600 may include providing a ball having patterns dividing the ball into thirds (e.g. a bottom third, middle third, and top third), at 602, as described above in regard to the PURPLE patterns. The method 600 may include performing a first drill at 604, including having a player strike the top third of the ball, aiming the strike so that the ball hits the floor, bounces off a wall, and returns to the player. The method 600 may include performing a second drill at 606, including having the player practice float serving the ball to a partner while aiming for the middle third of the ball.

FIG. 7 is a flowchart of a method 700 of volleyball training using a training ball, in accordance with certain embodiments of the present disclosure. Method 700 may include providing a ball having patterns indicating holding and striking locations for an underhand serve (e.g. a hand pattern and a striking zone), at 702, as described above in regard to the GREEN patterns. The method 700 may include performing a first drill at 704, including having a player practice holding the ball at the holding location and striking at the striking location to underhand serve the ball towards a wall, and bounce the ball back to themselves. The method 700 may include performing a second drill at 706, including having the player practice underhand serving the ball to a partner while using the holding and striking patterns.

FIG. 8 is a flowchart of a method 800 of manufacturing and providing a training volleyball, in accordance with certain embodiments of the present disclosure. A manufacturing process may be employed to fabricate a training volleyball having one or more markings associated with a training drill at selected positions on the volleyballs surface. The method 800 may include producing a ball surface, at 802. For example, genuine or synthetic leather may be prepared and made into 18 strips, which may be arranged into six approximately square panels of three strips each. Other configurations of panels, strips, and materials may also be used. The surface material may be wrapped around an air bladder to provide structure to the ball.

The method 800 may include producing training drill markings on the ball surface at 804, as described herein. For example, targets, numbers, dots, hand patterns, textured patterns, and other markings may be applied to the ball surface that are associated with training drills to improve player skills. For example, the markings may be fabricated onto the volleyball's surface using ink injection or application onto a prefabricated surface, or the surface maybe fabricated to include the markings. The markings may be applied to the surface before or after the surface has been wrapped around the air bladder and formed into a ball.

At 806, the method 800 may include providing training drill instructions associated with the markings, at 806. The training drill instructions may be written instructions on paper or training cards, color-coded according to markings associated with each drill, provided in audio or video formats, provided by other means, or any combination thereof. The finished ball and training drill instructions (or guidance on how to access the instructions) may be packaged together.

The illustrations of the embodiments described herein are intended to provide a general understanding of the structure of the various embodiments. The illustrations are not intended to serve as a complete description of all of the elements and features of apparatus and systems that utilize the structures or methods described herein. Many other embodiments may be apparent to those of skill in the art upon reviewing the disclosure. Other embodiments may be utilized and derived from the disclosure, such that structural and logical substitutions and changes may be made without departing from the scope of the disclosure. Moreover, although specific embodiments have been illustrated and described herein, it should be appreciated that any subsequent arrangement designed to achieve the same or similar purpose may be substituted for the specific embodiments shown.

This disclosure is intended to cover any and all subsequent adaptations or variations of various embodiments. Combinations of the above embodiments, and other embodiments not specifically described herein, will be apparent to those of skill in the art upon reviewing the description. Additionally, the illustrations are merely representational and may not be drawn to scale. Certain proportions within the illustrations may be exaggerated, while other proportions may be reduced. Accordingly, the disclosure and the figures are to be regarded as illustrative and not restrictive. 

1. A ball comprising: a spherical surface of the ball; and at least one marking on the spherical surface associated with at least one training drill.
 2. The ball of claim 1 further comprising the ball is a volleyball.
 3. The ball of claim 1 further comprising: a plurality of markings on the spherical surface associated with different training drills, the plurality of markings having different colors indicating associated training drills.
 4. The ball of claim 1 further comprising: the at least one marking includes a textured marking to indicate the marking's location by feel.
 5. The ball of claim 1 further comprising: the spherical surface of the ball includes a plurality of panels; the at least one marking includes numeral markings, with each of the plurality of panels having an associated numeral.
 6. The ball of claim 5 further comprising: the ball is a volleyball; and the numerals are associated with a training drill wherein a player calls out a numeral most directly facing the player when the volleyball contacts a platform made by the player's arms.
 7. The ball of claim 1 further comprising: the at least one marking includes positioning indicators directing a player on hand placement.
 8. The ball of claim 7 further comprising: the ball is a volleyball; the spherical surface of the ball includes a plurality of approximately square panels; the positioning indicators are positioned approximately at the corners of at least one of the plurality of approximately square panels; and the positioning indicators indicate correct placement of thumbs and forefingers when setting the volleyball.
 9. The ball of claim 8 further comprising: the positioning indicators are associated with a training drill including: a player positioning forefingers and thumbs using the position indicator to set the ball over the player's head; and maintaining hand shaping corresponding to the ball surface while setting.
 10. The ball of claim 8 further comprising: the positioning indicators are associated with a training drill including: a player positioning forefingers and thumbs using the position indicator to set the ball over the player's head; and catching the ball on a panel after setting the ball.
 11. The ball of claim 1 further comprising: the at least one marking includes a target indicating a proper contact point.
 12. The ball of claim 11 further comprising: the ball is a volleyball; the target indicator is associated with an overhand serve training drill including: a player tossing the ball in front of a striking shoulder; and striking the ball at the target indicator with an open hand to pin the ball to a wall.
 13. The ball of claim 1 further comprising: the at least one marking includes markings dividing the ball into multiple portions.
 14. The ball of claim 13 further comprising the portions correspond to strike zones for different kinds of plays.
 15. The ball of claim 13 further comprising: the markings divide the ball into thirds, including a bottom third, a middle third, and a top third.
 16. The ball of claim 15 further comprising: the ball is a volleyball; the multiple portions are associated with a training drill including: a player holding and tossing the ball with the top third facing up and the bottom third facing down; the player striking the top third to practice directing the ball to hit a floor, bounce off a wall, and return to the player; the player striking the middle third to practice float serves; and the player striking the bottom third to practice underhand serves.
 17. The ball of claim 1 further comprising: the ball is a volleyball; and the at least one marking includes a hold position pattern corresponding to a proper off-hand holding position for underhand serves.
 18. The ball of claim 17 further comprising the hold position pattern includes a pattern in the shape of a hand indicating the proper off-hand holding position.
 19. The ball of claim 1 further comprising: the spherical surface of the ball includes a plurality of panels; the at least one marking includes a strike zone pattern corresponding to a proper contact point of a striking hand for an underhand serve; and the hold position pattern and the strike zone pattern are positioned on the same panel.
 20. The ball of claim 19 further comprising: the hold position pattern and strike zone pattern are associated with a training drill including: a player holding the ball at the holding position pattern and facing a wall; and the player performing striking the ball at the strike zone pattern to underhand serve the ball to reflect off the wall and return to the player. 